The Information Literacy Standards for Science and Engineering/Technology were developed by the ALA/ACRL/STS Task Force on Information Literacy for Science and Technology. The complete standards, along with the introduction and works cited page, are found [http://www.ala.org/ala/acrl/acrlstandards/infolitscitech.cfm here] on the ACRL website. The standards are below in their entirety; formatting was modified to reflect wiki standards but the content remains the same. As you add teaching tips, please <b>do not</b> edit the standards themselves. <br>

+

===Introduction===

−

The STS Information Literacy Committee is compiling a list of teaching ideas or techniques for each performance indicator unique to science and engineering. Please feel free to add your own ideas. Currently we are not evaluating the teaching tips in any way--we are gathering as many tips as possible.

+

The ALA/ACRL/STS Task Force on Information Literacy for Science and Technology developed the Information Literacy Standards for Science and Engineering/Technology. You can find the complete standards, along with the introduction and works cited page, [http://www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm here]. The standards are shown below in an abbreviated format; to see an entire standard with its accompanying [[Teaching Tips]], click on the standard title (e.g. Standard One.) For the entire standards document with teaching tips, see the [[Science IL Standards and Teaching Ideas]] page.

−

<br><br>

+

The STS Information Literacy Committee is compiling a list of teaching ideas or techniques unique to science and engineering for each performance indicator. '''Please feel free to add your own ideas''' (see [[Science Information Literacy#Working with ACRL Wikis | Working with ACRL Wikis]]). As you add teaching tips, please <b>do not </b> edit the standards themselves. Currently we are not evaluating the teaching tips in any way—we are gathering as many tips as possible.

+

+

<br>

Back to [[Science Information Literacy]]<br>

Back to [[Science Information Literacy]]<br>

−

===Standard One===

+

=== [[ Standard One]] - Identifying information needs===

The information literate student determines the nature and extent of the information needed.

The information literate student determines the nature and extent of the information needed.

−

<b>Performance Indicators</b><br>

+

Performance Indicators:

−

The information literate student:

+

#Defines and articulates the need for information.

+

#Identifies a variety of types and formats of potential sources for information.

+

#Has a working knowledge of the literature of the field and how it is produced.

+

#Considers the costs and benefits of acquiring the needed information.

−

1. Defines and articulates the need for information.<br>

+

[[Teaching Tips]]

−

Outcomes include that the student:<br>

+

−

: a. Identifies and/or paraphrases a research topic, or other information need such as that resulting from an assigned lab exercise or project. [[1.1.a Teaching Tip]]

+

−

: b. Consults with instructor/advisor for appropriateness of topic, research project, or laboratory exercise question.

+

−

: c. Develops a hypothesis or thesis statement and formulates questions based on the information need.

+

−

: d. Explores general information sources to increase familiarity with current knowledge of the topic. [[1.1.d Teaching Tip]]

: d. Realizes that information may need to be constructed with raw data from primary sources or by experimentation.

+

−

: e. Recognizes that potentially useful information or data in a variety of formats may be proprietary, have limited access, or may be freely available online.

+

−

: f. Recognizes that potentially useful information may require specific data management expertise and that an understanding of the structure of organizations involved in producing the information aids in the identification of that information.

+

−

3. Has a working knowledge of the literature of the field and how it is produced.<br>

: b. Recognizes that primary, secondary, and tertiary sources vary in importance and use with each discipline.

+

−

: c. Is aware of the professional associations of the field and their literature. [[1.3.c Teaching Tip]]

+

−

: d. Is knowledgeable of sources that are specific to the field, e.g. manuals, handbooks, patents, standards, material/equipment specifications, current rules and regulations, reference material routinely used in industry, manuals of industrial processes and practices, and product literature. [[1.3.d Teaching Tip]]

+

−

: e. Recognizes that knowledge can be organized into disciplines and combinations of disciplines (multidisciplinary) that influence the way information is accessed and considers the possibility that the literature of other disciplines may be relevant to the information need. [[1.3.e Teaching Tip]]

+

−

: f. Recognizes the value of archival information, recognizes how its use and importance may vary with each discipline, and recognizes the importance of preservation of information. [[1.3.f Teaching Tip]]

+

−

4. Considers the costs and benefits of acquiring the needed information.<br>

+

−

Outcomes include that the student:

+

−

: a. Determines the availability of needed information and makes decisions on broadening the information seeking process beyond locally held resources. Some examples would be consulting with colleagues, independent information brokers, experts, and consultants in the field in addition to using interlibrary loan, nearby libraries, and information centers. [[1.4.a Teaching Tip]]

+

−

: b. Recognizes that there may be a tradeoff between the value of the information and the time and cost to obtain it. [[1.4.b Teaching Tip]]

: d. Recognizes the importance of a variety of information research areas that can be used to gain competitive advantage, track new products, improve processes, and monitor competitors and their marketing strategies. Some examples would be consulting with experts and consultants in a field, research into licensing opportunities, and patent and intellectual property research.

+

−

: e. Recognizes that information needed may be in a foreign language and that translation may be necessary. [[1.4.e Teaching Tip]]

: c. Uses other methods of search term input such as structure searching and image searching, specific to the discipline or information retrieval system. [[2.2.c Teaching Tip]]

+

−

: d. Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books).

+

−

: e. Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters, while recognizing similar search features across the systems (such as: e-mail alerts and save search options, search fields, and controlled vocabulary.) [[2.2.e Teaching Tip]]

: a. Uses various relevant search systems to retrieve information in a variety of formats.

+

−

: b. Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration.

: d. Uses surveys, letters, interviews, experiments, and other forms of inquiry to retrieve information or data, as appropriate for the research area or discipline.

+

−

4. Refines the search strategy if necessary.<br>

+

−

Outcomes include that the student:

+

−

: a. Assesses the quantity, quality, accuracy, currency, and relevance of the search results and the limitations of the information retrieval systems or investigative methods to determine whether alternatives should be sought and used. [[2.4.a Teaching Tip]]

+

−

: b. Identifies gaps in the information retrieved and determines if the search strategy should be revised.

+

−

: c. Repeats the search using the revised strategy or new systems or methods as necessary.

+

−

5. Extracts, records, transfers, and manages the information and its sources.<br>

The information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process.

The information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process.

−

<b>Performance Indicators</b><br>

+

Performance Indicators:

−

The information literate student:

+

#Summarizes the main ideas to be extracted from the information gathered.

+

#Selects information by articulating and applying criteria for evaluating both the information and its sources.

+

#Synthesizes main ideas to construct new concepts.

+

#Compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.

+

#Validates understanding and interpretation of the information through discourse with other individuals, small groups or teams, subject-area experts, and/or practitioners.

+

#Determines whether the initial query should be revised.

+

#Evaluates the procured information and the entire process.

−

1. Summarizes the main ideas to be extracted from the information gathered.<br>

+

[[Teaching Tips]]

−

Outcomes include that the student:

+

−

: a. Applies an understanding of the structure of a scientific paper and uses sections, such as the abstract or conclusion, to summarize the main ideas.

2. Selects information by articulating and applying criteria for evaluating both the information and its sources.<br>

+

−

Outcomes include that the student:

+

−

: a. Distinguishes between primary, secondary, and tertiary sources, and recognizes how location of the information source in the cycle of scientific information relates to the credibility of the information.

The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.

The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.

−

<b>Performance Indicators</b><br>

+

Performance Indicators:

−

The information literate student:

+

#Understands many of the ethical, legal and socio-economic issues surrounding information and information technology.

+

#Follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.

+

#Acknowledges the use of information sources in communicating the product or performance.

+

#Applies creativity in use of the information for a particular product or performance.

+

#Evaluates the final product or performance and revises the development process used as necessary.

+

#Communicates the product or performance effectively to others.

−

1. Understands many of the ethical, legal and socio-economic issues surrounding information and information technology.<br>

+

[[Teaching Tips]]

−

Outcomes include that the student:

+

−

: a. Identifies and discusses issues related to privacy and security in both the print and electronic environments.

: a. Chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience.

+

−

: b. Uses a range of information technology applications in creating the product or performance.

+

−

: c. Incorporates principles of design in the product or performance.

+

−

: d. Communicates clearly and succinctly, if appropriate, with a style that supports the purposes of the intended audience.

+

−

+

−

===Standard Five===

+

+

===[[Standard Five]] - Lifelong learning===

The information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field.

The information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field.

−

<b>Performance Indicators</b><br>

+

Performance Indicators:

−

The information literate student:

+

#Recognizes the value of ongoing assimilation and preservation of knowledge in the field.

+

#Uses a variety of methods and emerging technologies for keeping current in the field.

−

1. Recognizes the value of ongoing assimilation and preservation of knowledge in the field.<br>

+

[[Teaching Tips]]

−

Outcomes include that the student:

+

−

: a. Recognizes that, for a professional, it is necessary to keep up with new developments that are published in the literature of the field.

+

[[Science IL Standards and Teaching Ideas#Introduction | top]]

−

: b. Recognizes that learning about information gathering is an ongoing process as the source, format, software requirements, and delivery method of needed information changes and evolves with time.

+

−

: c. Is able to apply information access skills learned in one subject area to another.

+

−

: d. Understands the importance of archiving information so that it will survive company mergers, outdated access technologies, personnel departures, etc.

+

−

2. Uses a variety of methods and emerging technologies for keeping current in the field.<br>

Introduction

The ALA/ACRL/STS Task Force on Information Literacy for Science and Technology developed the Information Literacy Standards for Science and Engineering/Technology. You can find the complete standards, along with the introduction and works cited page, here. The standards are shown below in an abbreviated format; to see an entire standard with its accompanying Teaching Tips, click on the standard title (e.g. Standard One.) For the entire standards document with teaching tips, see the Science IL Standards and Teaching Ideas page.

The STS Information Literacy Committee is compiling a list of teaching ideas or techniques unique to science and engineering for each performance indicator. Please feel free to add your own ideas (see Working with ACRL Wikis). As you add teaching tips, please do not edit the standards themselves. Currently we are not evaluating the teaching tips in any way—we are gathering as many tips as possible.

The information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process.

Performance Indicators:

Summarizes the main ideas to be extracted from the information gathered.

Selects information by articulating and applying criteria for evaluating both the information and its sources.

Synthesizes main ideas to construct new concepts.

Compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.

Validates understanding and interpretation of the information through discourse with other individuals, small groups or teams, subject-area experts, and/or practitioners.

The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.

Performance Indicators:

Understands many of the ethical, legal and socio-economic issues surrounding information and information technology.

Follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.

Acknowledges the use of information sources in communicating the product or performance.

Applies creativity in use of the information for a particular product or performance.

Evaluates the final product or performance and revises the development process used as necessary.

The information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field.

Performance Indicators:

Recognizes the value of ongoing assimilation and preservation of knowledge in the field.

Uses a variety of methods and emerging technologies for keeping current in the field.